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433rd MEETING OF THE FACULTY SENATE MINUTES
3:00 PM, Wednesday, October 15, 2014
School of Medicine Administration, Boardroom 103
PRESENT: Drs. Aucott, Barone, Chanmugan, Chung, Crino, Daumit, Dlhosh, Heitmiller, Ishii, Lehmann, Li,
McCormack, Mian, Mooney, Pettigrew, Pluznick, Poynton, Reddy, Sokoll, Solomon, Sperati, Taverna, Urban,
Wilson
Mmes: Mssrs: Rini
ABSENT: Drs. Ahuja, Bivalacqua, Blakeley, Bunz, Bydon, Conte, Daoud, Gonzalez-Fernandez, Lacour, Macura,
Nieman, Puettgen, Shepard, Shuler, Srikumaran, Swartz, Tufaro, Wade
Mmes: Mssrs: Halls, Huddle, Johnson, Puts, Tanner
REGULAR GUESTS: Dr. Skarupski
Mmes: Smith, Viertel Mssrs:
GUESTS: Dr. Gauda, Mrs. Doerr, Dr. Chin, Mrs. DuVernay
I. Approval of the minutes Meeting called to order at 3:15 PM. The minutes of the 432nd meeting of the Faculty Senate held on
September 10, 2014 were approved. Announcements were made for the “Promotion at Hopkins” on Oct. 20
and the “Fall Faculty Mixer” on Oct. 22nd.
II. Elizabeth Doerr, Senior Program Coordinator, Student Affairs presented the Student Outreach
Resource Center (SOURCE), a community service and service-learning center providing academic,
professional, and personal development opportunities for JHU, SOM, Nursing, and SPH. The center
partners with over 100 community-based organizations, hosts special programs (HIV counseling, national
volunteer week, etc.), inter-professional education, online modules for community work, and a variety of
community engagement options. Their current goals are to increase the number of service learning courses
and increase faculty engagement in service-learning and community engagement. They would like faculty
to consider their Faculty Fellows Program and to work with SOURCE to advocate for more support,
including finding ways to include more service learning in the medical school curriculum. E-mail:
III. David Chin, MD, MBA, Health Policy & Management introduced the faculty to the Executive Education
program at SPH designed to prepare leaders with the tools they need to manage a successful transition to
accountable care under the Affordable Care Act. The program is comprised of one week of “boot camp” in
mid-January; one intensive week in the middle; five months of experiential learning in team projects at the
executive(s)’ home organization combined with web-based synchronous and asynchronous lectures; and a
3 day summation experience in mid-June with capstone presentations of their projects to their sponsors and
peers. Applications are due December 6th; for more information, please see the brochure and website.
IV. Estelle Gauda, MD, Senior Associate Dean for Faculty Development presented Faculty Connects, an
interactive faculty database created to provide faculty with information and development opportunities
available to them. Faculty members will need to complete a short “Interest Page” to gain access to a “VIP
Page,” a resource tailored to their indicated interests and needs. Faculty Connects is going to be released to
the general faculty population following the completion of the beta testing by leadership, including
members of the Junior Faculty Resource Advisory Council (JRAC), Senior Advisory Council (SAC), and
Faculty Senate. The faculty data base will be used to track issues related to faculty development. This
website will be ready for system wide use in approximately 1 week from Dr. Gauda’s presentation.
V. Mike Barone, MD, MPH, Associate Dean for Faculty Educational Development demonstrated the
capabilities of the “Improve Your Teaching” faculty development website developed by the Institute for
Excellence in Education (IEE). Educators can use the interactive website, complete with videos and
modules, to find information on effective teaching methods, types of assessments, adult learning principles,
learners as teachers, and many useful resources. Examples of the resources are those related to how to
create an effective e-lecture and small group facilitation strategies. This is a work in progress and new
content is constantly being added. People with specific content expertise and/or needs can contact Mike
Barone.
With there being no further business, Dr. Crino thanked everyone for coming and adjourned the meeting at 4:43 PM.
Respectfully submitted,
Masaru Ishii, MD, PhD
Recording Secretary
SERVICE-LEARNING FACULTY AND STUDENT
DEVELOPMENT AND JOHNS HOPKINS
UNIVERSITY SCHOOL OF MEDICINE
Elizabeth Doerr, MA
Associate Director, SOURCE
JHU School of Medicine Faculty SenateOctober 15, 2014
• About SOURCE and Service-Learning
• SOURCE’s Work with the JHU School of Medicine
• Strengths, Challenges and Rationale for S-L
• Student Interest and Feedback About Service-Learning and Community Engagement
• How You Can Get Involved
Session Overview
The Community Service and Service-Learning CenterServing the Johns Hopkins University
Schools of Medicine, Nursing, and Public Health
2017 E. Monument St. 410-955-3880
www.jhsph.edu/SOURCE
The SOURCE for community involvement opportunities.
SOURCE Mission
SOURCE provides academic, professional and personal
development opportunities for the members of the JHU
Schools of Medicine, Nursing, and Public Health through
community outreach and service-learning partnerships
with community-based organizations.
Full-Time:
Mindi Levin, Founder and Director
Elizabeth Doerr, Associate Director
Shane Bryan, Assistant Director
Vanessa Pinkney, Admin Coordinator
Part-Time:
Glenn Ross, Community Consultant
SOURCE Staff
clockwise from top left
A Bit About SOURCE
• Partnerships with 100 Community-Based Organizations
(CBOs) through formal process (criteria, mutual expectations, application, interviews, site visit, voting)
• Special Programs(HIV Counseling and Testing, SOURCE Service Scholars, Baltimore Week, National Volunteer Week,
SOURCE Awards, Tri-School Days of Service)
• Interprofessional Education
• Online Modules to Prepare for Community Work
• Variety of Community Engagement Options(internships, practicum, capstone, service-learning courses, CBPR, student groups, placements, etc.)
Core Values and Approaches
• Reciprocity
• Collaboration
• Respond to Community-
Identified Needs
• Do’s and Don’ts of
Community Partnerships
Increase number of service-learning courses
Increase faculty engagement in service-learning and
community engagement
Current SOURCE Goals
“Service-learning is a structured learning experience that
combines community service with preparation and
reflection. Students engaged in service-learning provide
community service in response to community-identified
concerns and learn about the context in which service is
provided, the connection between their service and their
academic coursework, and their roles as citizens.”
(Seifer S.D. (1998). Service-learning: Community-campus partnerships for
health professions education. Academic Medicine, 73(3): 273-277.)
Service-Learning
• Strives to balance service and learning
• Addresses community concerns and broad determinants of
health
• Integrates community partners
• Emphasizes reciprocal learning - traditional definitions of
"faculty," "teacher" and "learner" are intentionally blurred
• Emphasizes reflective practice (fosters critical thinking and
self-awareness)
• Develops civic skills and focuses on achieving social change
Service-Learning
Service-Learning
Field ExperienceCommunity Service
Volunteerism Practicum, Internship,
Clerkship
Recipient
Service
Provider
Learner
Beneficiary
Focus
SOURCE and JHU School of Medicine
• TIME: Healthcare Disparities course
• Support of service-based student groups and orgs (e.g.
SNMA, CASE, Student Site Savers, etc.)
• SOM Student Governing Board
• Social Medicine Selective: Social Medicine & the Community
• Occasional elective courses – taught by SOURCE S-L
Faculty Fellows from SOM (+ Interprofessional course)
Example Faculty Engagement
Emily Frosch, MDAssistant Professor, School of Medicine, Department of Psychiatry & Behavioral
Sciences
Courses: » At Risk Youth: learning from, with, and about east Baltimore youth through
community based work (Winter 2013 SOM elective)
» Inter-Professional Dialogues: Translating Service to Career Development (Winter
2014 Tri-School course, co-taught with JHSPH faculty)
Sosena Kebede, MD, MPHAssistant Professor, School of Medicine, Department of Medicine
Courses: » Introduction to Social Determinants of Health and the Community (8-week
“selective” for 1st year med students, co-taught with E.Doerr)
» Social Determinants of Health and the Community, Practicum (cancelled due to
low enrollment, Summer 2013)
SOURCE and JHU School of Medicine
Strengths:
• Consistent student group engagement
• High quality student and faculty participation
• Long-term engagement with students possible
• SOURCE helps SOM comply with LCME standards
to “make service-learning available”
SOURCE and JHU School of Medicine
Challenges:
• Bare minimum of requirement (service-learning only
accessible to some students)
• Genes to Society curriculum too tight for SL
• Electives are limited
SOURCE Service-Learning Courses
10 Bloomberg School of Public Health:
• Baltimore Community Practicum
• Baltimore Food Systems
• Children in Crisis: An Asset-Based Approach to Working with Youth in Vulnerable Settings
• Certificate in Quality, Patient Safety, and Outcomes Research (CQPSOR) Practicum*
• Data Analysis Workshop for Public Policy
• Ethnographic Fieldwork
• Evaluation-Informed Program Development and Implementation*
• Food System Sustainability Practicum
• Gaps and Opportunities in Public Mental Health
• Program Planning for Health Behavior Change Practicum
2 JHU School of Nursing:
• Community Outreach to Underserved Populations in Urban Baltimore
• SEEK (Service-Learning, Education, Enrichment, Knowledge) Immersion Experiences
2 JHU School of Medicine
• TIME: Health Care Disparities
• Social Medicine and the Community
1 Tri-School
• Inter-Professional Dialogues: Translating Service to Career Development
2014-15 will see an increase of up to 7 courses (total of 22 service-learning courses) all in SON and JHSPH
• Links directly with SOM Strategic Priorities in Education and Patient- and Family-Centered Care
• Stronger link to Social Determinants of Health
• Real-world application of SDH
• Responsible community members – education in context of Baltimore City
• Experiential Learning Theory applied to community service context proven to enhance learning
• Students want service-learning
Rationale for Increased SL
Medical Student Feedback about SL
2013-14
2012-13
Total Student Responses: 133 (2013-14), 135 (2014-15)
Student Responses:
"Community involvement is an integral component of my health professional education.“
"I believe that service-learning should be a part of the academic curriculum in my School.“
80-85% indicated they value these as a part of their med school experience
Over 60% of respondents answered “high” and “very high” for both 2012-13 and 2013-14
Medical Student Feedback about SL
We learn a lot during four years of medical school, but few things can contextualize our community as well as service-learning. Through my
own service-learning experiences, I have learned so much about Baltimore and the lives of my patients. Not only has this made me a
better clinician and physician-to-be, but it has also helped me to discern what I want for my future career. (4th Year Med Student)
Service-learning is the space in which I learn to listen deeply, where I learn to see people as people as well as the factors that influence their
situations. Working with people outside of the medical institution helps to see them as people first and patients second. (2nd Year Med Student)
Medical Student Feedback about SL
One of my biggest challenges has been identifying and building relationships with faculty mentors in the area of service-learning and
community engagement. It would be great if faculty were rewarded for their investment in community-based work and for their investment in students who engage in similar activities. (4th year MD/PhD student)
Faculty serve as role models and mentors for students. Just as we benefit from well-respected and highly accomplished leaders in clinical fields, we also need faculty who are pioneering new models of community engagement, asset-based partnerships, and ideas that seek to end
health disparities. (3rd year med student)
Medical Student Feedback about SL
Top Barrier for Service-Learning:
Don't have enough time due to academic responsibilities
SOURCE’s Solution:
Integrate service-learning as a part of the curriculum. They aren’t mutually exclusive
Medical Student Feedback about SL
• Increase faculty engagement through SOURCE Service-Learning Faculty Fellows Program
• Work with SOURCE to advocate for more support
– Finding ways to include SL in med school curriculum (not just as an add-on or an elective)
– Increased funding for Fellows and Scholars
What You Can Do
SOURCE Service-Learning Faculty Fellows Program is a comprehensive program that engages faculty members each
year from across the Johns Hopkins University Schools of Medicine, Nursing, and Public Health for a one-year term as
they become part of a JHU community of faculty who use service-learning pedagogy.
www.jhsph.edu/SOURCE/FFP
First Step: Become a Faculty Fellow
SOURCE Service-Learning Faculty
Fellows Program
What you get:
• Financial Award ($2000)
• Year-long Engagement with SOURCE
• Training: 2 ½ day seminar; Regular Cohort Meetings
• One-on-One Curriculum/Syllabus Development Support
• Tailored matching with SOURCE partner projects
• Networking with faculty and community fellows
Faculty Fellows Program Timeline
• January 2015 – Applications available
• April 2015 – Applications due
• June 8-10, 2015 (2 ½ days) – 2015-16 FFP Seminar
• Ongoing throughout 2015-16 – regular meetings and
course support form SOURCE
• What ways do you think SOM faculty can become more involved with SOURCE?
• Questions?
Discussion
Questions
With the implementation of the Afford-
able Care Act, health system success will
depend increasingly on moving away
from the current fragmented fee for
service acute care model to one based
on integrated accountability for the
health of populations at a predictable
cost. Health system executives with the
tools and skills to lead this fundamental
change will be the keys to a successful
transition. To be successful in this new
model, organizations must train and
involve the talent and knowledge of
physicians, nurses, managers, and other
health professionals to manage health
improvement and costs collaboratively
across the continuum of care.
Catalyzing Rapid Change
This program will accelerate successful
health system transition to accountable
care by developing an effective team of
leaders who have the knowledge, insight
and tools to navigate, lead and man-
age change in this important new area
under health reform.
Program Structure
One week of “boot camp” at the begin-
ning; one intensive week in the middle;
five months of experiential learning in
team projects at the executive(s)’ home
organization combined with web-
based synchronous and asynchronous
lectures; and a ½ week summation
experience with capstone presentations
of their projects to their sponsors and
peers.
Executive Education Areas of Study
• Leadership, Negotiation, and
Organizational Change Management
• Population Health Management and
Analytics
• Quality Improvement and
Measurement
• Behavioral Economics and Finance
in Accountable Care
• Health Information for Care and
Health Management
• Enterprise Risk Management and
Ethical Issues in Managed Care
Transforming Health Systems
for Accountable Care
For Health Care Executives
and Managers
About the program. Johns Hopkins is uniquely poised to provide the infrastructure, the content and
the expertise to deliver the Johns Hopkins Transforming Health Systems for Accountable Care Executive
Education Program, the first ever inter-professional executive education program for accountable care
in the U.S., to help health care professionals navigate this wave of change. Bringing together the
resources of the nation’s #1 Schools of Public Health and Nursing; Johns Hopkins Medicine with its
renowned School of Medicine and the nation’s top hospital; and the Carey Business School, this program
will enable health care executives to lead the change to accountable care within their organizations.
Core Faculty
• David Chin, MD, MBA, Program
Director and Distinguished Scholar
• Sydney Dy, MD, MSc, Curriculum
Chair: Quality & Effectiveness
• John Flynn, MD, MBA, FACP, FACR,
Curriculum Chair: Health Information
Technology
• Ann-Michele Gundlach, EdD,
Curriculum Chair: Leadership &
Change
• Doug Hough, PhD, Curriculum Chair:
Healthcare Economics, Finance &
Analytics
• Jonathan Links, PhD, Curriculum
Chair: Enterprise Risk Management
• Martha Sylvia, PhD, MBA, RN,
Curriculum Chair, Population Health
• Stacey B. Lee, JD,
• Mary Terhaar, DNSc, CNS, RN
This unique inter-professional educa-
tional program has been developed and
is taught by full-time Johns Hopkins
faculty and executives, drawn from
across the Schools of Medicine, Pub-
lic Health, Nursing, and Business and
Johns Hopkins Health Care. In addition,
confirmed guest lecturers for 2014 are
Peter Pronovost, MD, Director of the
Armstrong Institute at Johns Hopkins
and a national leader in patient safety;
Margaret O’Kane, the CEO of the Na-
tional Committee for Quality Assurance,
which accredits Patient Centered Medi-
cal Homes; and Karen Davis, the former
President of the Commonwealth Fund,
which funded some of the original work
on accountable care.
Important Dates
Application Deadline: December 5, 2014
January 12 – June 18, 2015
• Kick-off week - Monday, January 12
thru Friday afternoon, January 16,
2015
• Monday evening webinars -
January 26, February 9 and 23,
March 9, April 13, May 4 and June 1,
2015
• Middle Intensive Week - Monday,
March 23 thru Friday, March 27, 2015
• June Capstone - Tuesday, June 16 -
Thursday, June 18, 2015
• Longitudinal experiential inter-
professional team based projects
at the sponsoring organizations
beginning in February 2015 with
capstone in June 2015
2015 Tuition
Tuition is $19,500 per participant (dis-
counts are available for organizations
which send more than two participants
in a cohort).
For more information about the
Johns Hopkins Transforming Health
Systems for Accountable Care program
or to apply: http://www.jhsph.edu/
academics/continuing-and-execu-
tive-education/face-to-face-trainings/
transforming-health-systems-for-ac-
countable-care/
Contact Us
For inquiries about how to involve your
management team in the program
Contact: David Chin, MD, MBA, Dis-
tinguished Scholar, Program Director
Johns Hopkins Executive Education Pro-
gram [email protected] /410-955-3658
or Judith Holzer, MBA, Director, HPM
Office of Academic Affairs, jholzer@
jhsph.edu/443-287-4990.
Transforming Health Systems for Accountable Care
P A G E 2